Efficacy Study of ALEKS Adventure In an Indiana School District

In this descriptive mixed-methods study, researchers examined the impacts of McGraw Hill’s ALEKS Adventure program on Grades 1–2 student math achievement in an Indiana school district. The primary focus of this report was ALEKS Adventure’s impacts on NWEA MAP math scores, as well as teacher perceptions of the ALEKS Adventure program. The study used a descriptive design, with all Grades 1–2 math classrooms within the district using ALEKS Adventure. Beginning-of-year (BOY) to end-of-year (EOY) MAP math score gains were examined as the primary quantitative analyses, with gains also analyzed by subgroup. In addition, researchers examined associated student-level digital ALEKS Adventure usage data and MAP math scores. The analytic sample consisted of 1,558 Grades 1–2 students from nine elementary schools in an Indiana school district. In addition, the survey sample consisted of 58 Grades 1–2 teachers that used ALEKS Adventure in the 2024-25 school year. Data sources included NWEA MAP student-level math scores from BOY and EOY of the 2024-25 school year. Additionally, McGraw Hill provided student-level digital usage data, including metrics such as total program time, course progress, and counts of skills learned. A teacher survey was also administered; this survey contained Likert-scale and open-ended questions regarding teachers’ perceptions of ALEKS Adventure.

Descriptive analyses showed that students averaged 15-point gains on MAP Math scores from BOY to EOY of the 2024-25 school year. Gains were slightly larger in Grade 2 than in Grade 1. Across both grades, patterns of MAP Math score gains were comparable to or slightly larger than NWEA national norms. Students averaged nearly 23 hours of total program usage time across the 2024-25 school year, with Grade 2 students averaging seven hours more of usage than Grade 1 students. Additionally, measures of course progress and topics learned were significantly positively associated with EOY MAP Math scores. Teachers reported high satisfaction with the math program’s ease of implementation and instructional value, especially its ability to engage students and support personalized learning. Students responded positively to the game-like format and independent learning paths, which helped sustain motivation and focus. While most teachers felt adequately trained, some, particularly those newer to the program, requested more support in navigating the platform and interpreting data. Teachers recommended enhanced training, better differentiation, improved navigation, and expanded support features to better meet the needs of diverse learners.